Thesis (Ph. D.)--University of Missouri-Columbia, 2008. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 10, 2009) Vita. Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaves 82-84).

Thesis (Ed. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 191-197). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 191-197). Also available on the Internet.

Thesis (Ph. D.)--University of Chicago, Department of Education, December 2000. / Includes bibliographical references (p. 219-222).

Thesis (Ed.D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 134-145). Also available on the Internet.

Thesis (Ed. D.)--University of California, Davis, 2005. / Joint doctoral program with California State University, Fresno. Degree granted in Educational Leadership. Library does not have original title page. Includes bibliographical references. Also available via the World Wide Web. (Restricted to UC campuses)

Thesis (Ed.D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 134-145). Also available on the Internet.

Thesis (Ed. D.)--Illinois State University, 1996. / Title from title page screen, viewed May 23, 2006. Dissertation Committee: Jerry L. Jinks (chair), Paul J. Baker, Norman C. Bettis, Vicky Morgan. Includes bibliographical references (leaves 187-200) and abstract. Also available in print.

<p>A considerable number young of students are suffering from sociopsychological complaints. The psychological complaints emerge from differnt sources. Important factors for psychological well being are experiences of a satisfactory social network, efficient coping strategies and a supportive school climate.</p><p>The aim of this study was to examine how young girls in the age of 16-18 years old experience and cope with demands from school. To fulfill the aim of this study we have five questions: What do the girls apprehend as a satisfactory/unsatisfactory working environment? How do the girls define stress? How do the girls cope with stress? What importance has leisure time? What importance has the social network?</p><p> </p><p>The method we used for this study was qualitative and the material was collected through four focus groups. Fourteen girls were interviewed from four different school classes with different profiles. The theoretical framework used to analyze the findings consisted of the demand-control-model created by Karasek & Theorell, Antonovsky’s KASAM theory and Selyes GAS-theory.</p><p> </p><p>Stress expressed by the girls in this study is described as an unbalance between workload and available time. The analysis shows that most of the girls in the study experience school as a demanding setting that create strain. Furthermore, the results indicate that experienced demands not only originate from school but also from the girls themselves and by comparison with classmates. A satisfactory school environment is described as possibilities to influence the school work and the structrue of courses. Also a good relationship with teachers as well as classmates where pointed out as important factors. Strategies the girls use to cope with stress and demands are structuration, priority and planning. Some of the girls also think that a positive attitude towards life, regular eating and sleeping are important factors in coping with stress.</p><p>All the girls describs leisure time as significant.  Most girls practice sport activites but activities as playing instrument, watching movies and spending time with peers is also mentioned. All of the girls find their leisure time as of importance for them to relax and revive from the strain caused by school. However, some girls find it hard to fully relax during leisure activites and also think that time for leisure is too limited.</p><p>The social network is aslo seen as an important instrument in coping with strain. Most of the girls in this study do talk to family or friends in times of hardship.</p>